SCHOOL TEACHER’S PERCEPTIONS OF TWINS: A STUDY ON THE

EDUCATIONAL EXPERIENCE OF TEACHING IDENTICAL AND FRATERNAL

TWINS

by

Robyn M Lindley

Liberty University

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A Dissertation Presented in Partial Fulfillment
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of the Requirements for the Degree

Doctor of Philosophy
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Liberty University

July 2024
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SCHOOL TEACHER’S PERCEPTIONS OF TWINS:

A STUDY ON THE EDUCATIONAL EXPERIENCE OF TEACHING IDENTICAL

AND FRATERNAL TWINS

by

Robyn M Lindley

Liberty University

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A Dissertation Presented in Partial Fulfillment
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of the Requirements for the Degree

Doctor of Philosophy
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Liberty University

June 2024
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APPROVED BY:

____ ____

Rachel L. Piferi, Ph.D., Committee Chair

_____________________________________

Margaret Gopaul, Ph.D., Committee Member

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ABSTRACT

This study explored teachers’ perceptions of twins’ academic abilities and achievements

compared to single-born students. It aimed to understand teachers’ attitudes towards

classroom dynamics and social interactions among twins and their peers, as well as how

teachers differentiate instruction to meet the diverse needs of twins in the classroom. By

employing a qualitative phenomenological approach, the research gathered

comprehensive data through surveys/questionnaires and in-depth, semi-structured

interviews with 15 elementary school teachers with experience teaching identical and

fraternal twins in primary and secondary schools in Texas and Virginia. The study

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identified several key themes through thematic analysis: the importance of individualized
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instruction, the unique social dynamics between twins, and the challenges and advantages

of differentiation in the classroom. Findings indicate that teachers recognize the necessity
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of tailoring educational approaches to meet the diverse needs of twins, emphasizing the

significance of fostering individual identities and promoting independence. This research

holds significance as it contributes to scholarly discussions on student diversity and can

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inform theories related to peer dynamics, social integration, and differentiated instruction.

The practical implications include the potential to inform teacher training programs,

develop support systems for teachers, and influence school policies to foster a more

inclusive and supportive learning environment for twins. By shedding light on teachers’

perceptions of twins and their educational experiences, the study aims to optimize

educational practices and outcomes for twin students, offering practical guidance for

educators and informing interventions aimed at supporting twins’ socio-emotional well-

being and academic success.

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Copyright, 2024, Robyn M. Lindley

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Dedication

With a heart full of love and gratitude, I dedicate this dissertation to my beautiful twin

sons, Jackson and Liam. You have been the guiding light and unwavering motivation

behind all of my endeavors. You have both brought immeasurable joy and purpose to my

life, shaping me into the person I am today. As I poured my soul into this work, I did it

with you in mind, knowing that you are the reason for my every success and

accomplishment. To my dear parents, Mr. and Mrs. Robert K. Lindley, I extend a

heartfelt thank you for your unwavering support. Your encouragement, guidance, and

unwavering belief in me have been the foundation of my success. I am eternally grateful

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for your presence in my life, and words can hardly express my immense thanks and
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appreciation to you both. Furthermore, I extend my deepest gratitude to Mrs. Barbara

Augenreich of the Bedford County Public School System for her exceptional care and
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guidance over my sons during the initial stages of my doctoral journey. You are the

educator whose impact will forever be etched in their memories, and we remain

profoundly thankful for your enduring friendship that continues to enrich our lives.
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Acknowledgments

I extend my heartfelt gratitude to my esteemed doctoral committee for their unwavering

support and keen insights that have guided me throughout my research journey. The

dedication of Dr. Rachel Piferi and Dr. Margaret Gopaul to meticulous attention and

academic excellence has been instrumental in shaping the quality and depth of this work.

Their thoughtful critiques and steadfast commitment have not only refined my research

but also inspired me to strive for greater heights in scholarly rigor. As I reflect on my

study, I am filled with appreciation for the dedicated and inspiring educators who took

part in it. Your knowledge and passion for teaching has left a lasting impact on me and I

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am grateful to have learned from each and every one of you. Thank you for being an
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essential part of this journey and for sharing your insights and expertise with me.
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TABLE OF CONTENTS

ABSTRACT .................................................................................................................... iii

Dedication ........................................................................................................................ v

Acknowledgments ........................................................................................................... vi

List of Tables ................................................................................................................... x

List of Figures ................................................................................................................. xi

CHAPTER 1: INTRODUCTION TO THE STUDY ....................................................... 1

Introduction .......................................................................................................... 1

Background ........................................................................................................... 1

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Problem Statement ............................................................................................... 6
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Purpose of the Study ............................................................................................. 8

Research Questions and Hypotheses .................................................................... 9

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Assumptions and Limitations of the Study ......................................................... 10

Definition of Terms ............................................................................................ 15

Significance of the Study .................................................................................... 18

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Summary ............................................................................................................. 18

CHAPTER 2: LITERATURE REVIEW ....................................................................... 20

Overview ............................................................................................................ 20

Description of Research Strategy ....................................................................... 21

Review of Literature .......................................................................................... 21

Biblical Foundations of the Study ...................................................................... 55

Summary ............................................................................................................ 57

CHAPTER 3: RESEARCH METHOD ......................................................................... 59

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Overview ............................................................................................................ 59

Research Questions and Hypotheses ................................................................. 59

Research Design ................................................................................................. 60

Participants ......................................................................................................... 61

Study Procedures ............................................................................................... 62

Instrumentation and Measurement ..................................................................... 64

Data Analysis ..................................................................................................... 67

Delimitations, Assumptions, and Limitations .................................................... 71

Summary ............................................................................................................. 73

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CHAPTER 4: RESULTS ............................................................................................... 75
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Overview ............................................................................................................ 75

Descriptive Results ............................................................................................. 78

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Study Findings .................................................................................................... 84

Summary ........................................................................................................... 109

CHAPTER 5: DISCUSSION ....................................................................................... 110

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Overview .......................................................................................................... 110

Summary of Findings ....................................................................................... 110

Discussion of Findings ..................................................................................... 115

Implications ...................................................................................................... 122

Limitations ....................................................................................................... 124

Recommendations for Future Research ........................................................... 126

Summary .......................................................................................................... 127

REFERENCES ............................................................................................................ 129

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APPENDIX A: Invitation to Participate in Research Study on Teaching Twins…… 150

APPENDIX B: Eligibility Screening Questions……………………………….……..151

APPENDIX C: Semi-Structured Interview Protocol…………………………………152

APPENDIX D: IRB Approval ……………………………………………………….158

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List of Tables

Table 1: Gender Distributions ........................................................................................ 80

Table 2: Years of Teaching Experience ......................................................................... 80

Table 3: Types of Twins Encountered ........................................................................... 81

Table 4: Educational Backgrounds ................................................................................. 81

Table 5: Teacher Experience Level Statistics ................................................................ 83

Table 6: Frequency of Subject Taught ............................................................................ 83

Table 7: Frequency of Prior Experience with Twins ...................................................... 83

Table 8: Descriptive Statistics for Questionnaire Response ........................................... 86

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Table 9: Table 7: Relevant Codes ................................................................................... 88
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Table 10: Table 8: Interview Extract ............................................................................ 95
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List of Figures

Figure 1: Grades ............................................................................................................. 79

Figure 2: Subjects Taught ............................................................................................... 80

Figure 3: Years of Teaching Experience……………………………………………….80

Graph 1: Prior Experience with Twins…………………………………………………82

Pie chart 1: Percentage Distribution……………………………………………………82

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CHAPTER 1: INTRODUCTION TO THE STUDY

Introduction

Twins have long captivated researchers and instructors due to their interesting

traits. They give an important opportunity to study the relative impacts of genetics and

the environment on different characteristics, phenotypes, and disorders. In education,

twins face particular challenges and opportunities, especially with respect to zygosity,

individuality, and socialization (Amundson, 2019). One of the basic debates

encompassing twins in education includes whether they should be separated or kept

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together in kindergarten (Amundson, 2019). This decision can influence the twins’

academic achievement, psychological well-being, and interpersonal relationships (Garon-

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Carrier et al., 2022). However, there has yet to be a consensus among principals, teachers,

parents, and twins concerning the best practice for twin placement in schools. Each
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stakeholder may have distinctive beliefs, preferences, and desires based on individual

experiences, proficient knowledge, or cultural norms.

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Background

One of the primary challenges twins face in school settings is the implementation

of separation policies (Garon-Carrier et al., 2022). Many schools have policies that

separate twins into different classrooms to promote individuality and independence.

However, such separation can be emotionally challenging for twins, who often share a

deep bond (Garon-Carrier et al., 2022). The sudden separation may lead to anxiety,

depression, and diminished academic performance as they struggle to adjust to the new

environment (Amundson, 2019). Moreover, twins may experience difficulties in

socialization, particularly when they are the only pair of twins in their school or class
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(Bastemur & Aslan, 2021). Peers may view them as a single entity, failing to recognize

their individuality. This can hinder their social development and create feelings of

exclusion or identity confusion (DiLalla, 2006). Most importantly, academic achievement

can also vary between twins. Twin studies have shown that while some twins exhibit

similar academic abilities, others may differ significantly (Garon-Carrier et al., 2022).

Factors such as differences in learning styles, motivation, or access to certain resources

may contribute to these variations (Kovas et al., 2015). Understanding these differences

and providing tailored support to each twin is crucial to optimize their academic progress.

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The rationale behind separating twins in school often rests on the assumption that it

promotes individual development, independence, and socialization with peers (Garon-

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Carrier et al., 2022). Educators may also believe separation reduces classroom

management challenges like confusion, competition, or collusion (Lodge et al., 2018).

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Several studies have found that separating twins in school may antagonistically influence

their academic performance, self-esteem, enthusiastic adjustment, and sibling

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relationships (Garon-Carrier et al., 2022; Nilsson et al., 2010; Tully et al., 2004; Van

Leeuwen et al., 2005).

Conversely, keeping twins together in school may yield positive results with

respect to learning, mental well-being, social abilities, and family cohesion (Garon-

Carrier et al., 2022). Some teachers recognize the benefits of having twins in the same

classroom, such as facilitating differentiation, collaboration, and mutual support (Gidziela

et al., 2023). However, the benefits may depend on the particular characteristics and

preferences of the twins, such as their zygosity, personality, connection, and academic

capacities (Bastemur & Aslan, 2021). Some twins prefer to be together, whereas others
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want more separation and autonomy. Hence, it has been recommended that decisions

about separating or keeping twins together in school should be based on the individual

needs and interests of each twin pair instead of general assumptions or approaches.

Despite the importance of this issue, there is a need for more research on the perceptions

of school teachers regarding twins in kindergarten. The majority of studies have focused

on the views and experiences of principals, counselors, parents, or twins themselves

(Nilsson et al., 2021). However, teachers play a crucial role in shaping twins’ educational

environment and outcomes as they interact with them daily and influence their

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curriculum, instruction, assessment, and socialization. Teachers may also hold different

beliefs and expectations about twins than other stakeholders, influenced by their training,
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experience, and knowledge about twin development and education.

Studying twins’ education has several implications. Firstly, understanding twins’

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unique needs and challenges allows educators and parents to provide individualized

support. By considering their specific learning styles, social dynamics, and emotional
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well-being, educators can create a conducive learning environment for twins. Secondly,

research on twins’ education can inform the development of school policies. By revisiting

separation policies and implementing strategies that facilitate healthy socialization and

academic success, schools can create an inclusive environment supporting twins’ growth

and development. Lastly, studying twins’ education empowers parents of twins with

knowledge and strategies to navigate the educational journey effectively. It gives them

insights to make informed decisions and advocate for their twins’ needs within the

educational system.
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The scientific literature on twins has focused on two key areas: the genetic

similarities and differences between identical and fraternal twins and the mental impacts

of being a twin on individual character and social connections. Different studies have

examined twins’ physical, cognitive, enthusiastic, and behavioral characteristics,

comparing them to non-twin siblings or unrelated individuals utilizing distinctive

research strategies. Research findings have illustrated those different characteristics, such

as height, weight, intelligence, identity, mental well-being, religiosity, and political

orientation, vary by genetic and environmental components (Yamagat & Takahashi,

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2020). However, certain characteristics, such as fingerprints, voice patterns, or dental

features, are special to each individual, irrespective of their twin status.

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Additionally, research has investigated the mental implications of being a twin on

different viewpoints of life, including self-concept, attachment, peer relations, academic

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achievement, and career choices (Penninkilampi-Kerola, 2006). Some studies have

proposed that twins show a more grounded bond with each other than their parents or
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friends, and they may face challenges in establishing their identity and autonomy.

However, contrasting studies have challenged these assumptions, asserting that twins are

not necessarily more similar or dependent than non-twins and may benefit from a close

companion and supportive network.

Biblical literature offers limited but intriguing insights into the realm of twins.

Explicit mentions of twins in the Bible are confined to two pairs: Jacob and Esau in the

Old Testament [Genesis 25:19-26] and Perez and Zerah in the New Testament [Matthew

1:3]. In both instances, the mothers of the twins experienced divine intervention after

struggling with infertility [Genesis 25:21; Genesis 38:27-30]. Additionally, both pairs
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encountered conflicts concerning birthright or inheritance [Genesis 25:29-34; Genesis

38:28-30]. However, while Jacob and Esau exhibited stark differences in appearance and

personality [Genesis 25:27], Perez and Zerah possessed similar physical characteristics

but held distinct ranks [Ruth 4:18-22].

Furthermore, Biblical implications suggest the possibility of other characters

being twins or having twins among their offspring. For instance, according to specific

rabbinic interpretations, Cain and Abel may have been twins, and their story involved a

conflict that ultimately resulted in murder [Genesis 4:1-16]. Similarly, some

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chronological calculations suggest that Rachel and Leah, wives of Jacob, may have been

twins. Their relationship was marked by competition for their husband’s love and

children [Genesis 29-30].

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The biblical research on twins reveals their special status and role in God’s plan
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and history. Twins are often associated with miracles, blessings, prophecies, and

covenants. They also exemplify the themes of duality, contrast, rivalry, and
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reconciliation. Twins reflect the intricate relationship between nature and nurture,

individuality and community, and human will and divine will. However, biblical research

on twins also poses important questions and challenges. How do twins relate to concepts

such as the image of God, free will, sin, grace, and salvation? How do twins balance their

similarities and differences, unity and diversity, cooperation and competition? How do

twins interact with individuals unlike them, such as non-twins, siblings, parents, spouses,

or enemies? These crucial issues necessitate further exploration and integration from a

Biblical perspective.
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The review of scientific research on twins illustrates the broad investigation into

their genetic and mental aspects, highlighting the impact of both genes and the

environment on different characteristics and results. However, there is a need for more

cross-cultural studies to understand the experiences and perceptions of twins in numerous

social orders. Besides, investigating the perspectives of people unrelated to twins, such as

teachers, can provide important experiences in twins’ educational experiences and

challenges.

On the Biblical front, the limited but intriguing mentions of twins in the Bible

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underscore their significance within the divine narrative. Twins are portrayed as figures

associated with distinct roles, conflicts, and blessings, shedding light on the complexities
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of human relationships and divine purpose. However, there is a need for further

exploration and integration of biblical perspectives on twins, addressing issues related to

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identity, relationships, and the interaction between twins and the broader community.

Problem Statement
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The problem is twins are a unique populace that faces particular challenges and

opportunities in the educational system (Merikangas et al., 2016). The classroom

assignment of twins, whether placed together or apart, is one of the most critical

decisions affecting their academic and social development (Alexander, 2012; Garon-

Carrier et al., 2022). However, there is a lack of research on how teachers perceive and

interact with twins in numerous classroom settings and how these perceptions impact

their instructional practices and expectations. Moreover, there is no clear agreement on

the best policy for classroom placement of twins, as different nations and schools have

diverse guidelines and criteria.

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With regard to academic achievement, various studies have looked into the

probable impact of twin status on academic results. Burt et al. (2017) conducted a

systematic review and observed that twin siblings, especially identical twins, demonstrate

comparable academic abilities. This implies that educators might have particular

expectancies or beliefs regarding twins’ skills based on their common genetic makeup

and likenesses. The impact of sibling ranking on the learning experiences of twins

learning experiences has also been studied (Segal & Knafo-Noam, 2021). Siblings may

go through a distinct sequence of birth relationships because they are delivered at the

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same time. Twins may also experience a different birth order dynamic due to being born

simultaneously, which can affect their interactions and relationship dynamics (Segal &
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Knafo-Noam, 2021). Furthermore, research by Garon-Carrier et al. (2022) found that

twins often develop distinct roles within their relationship, which can influence their
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behavior and interactions in the classroom. These roles may also shape teachers’

perceptions and expectations of twins.

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Existing research on twins’ educational encounters has basically centered on their

academic execution, social interactions, and the impact of genetic and environmental

factors on their development. Studies have shown that twins frequently share a solid bond

and may display similarities in their learning styles, strengths, and challenges (Garon-

Carrier et al., 2022). Additionally, they may experience a unique social dynamic,

supporting and competing in the academic setting (Sahu & Prasuna, 2016). However,

most of these studies have centered on the twins, neglecting the perspectives of the key

individuals involved in their educational journey: the teachers. Furthermore, the role of

teacher experience and training in handling twin students is an area that requires
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exploration. Do teachers receive specific guidance or professional development on

addressing the needs of twins in the classroom, or do they rely primarily on their intuition

and past experiences with non-twin students?

More research should investigate school teachers’ perceptions of identical and

fraternal twins in their classrooms. The current state of knowledge needs to adequately

address how teachers understand and navigate the complexities of teaching twins with

distinct personalities, learning preferences, and academic abilities. Furthermore, the

potential impact of these perceptions on the twins’ academic and social development

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remains unexplored. Addressing these gaps in knowledge aims to contribute to a more

comprehensive understanding of the educational experiences of twins despite the existing

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research. In a nutshell, this study aims to prove or disprove the existing literature or even

add to it. The classroom assignment of twins, whether placed together or apart, is one of
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the most critical decisions affecting their academic and social development. It can inform

educational institutions, teachers, and parents how to better support and facilitate twins’
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academic and social development in the classroom setting.

Purpose of the Study

The purpose of this qualitative phenomenological study is to investigate teachers’

lived experiences teaching identical and fraternal twins. Furthermore, teachers’

experiences of twins’ academic abilities, achievements, and social interactions in the

educational setting will be examined. The study also aims to gather qualitative data to

comprehensively understand how teachers differentiate instruction for twins and the

challenges and benefits they identify when teaching twin students. At this stage in the

research, the central phenomenon is defined as the “educational experiences of teachers

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teaching identical and fraternal twins.” This encompasses the multifaceted aspects of

teachers’ encounters with twins in the classroom, including instructional strategies, social

dynamics, and the overall impact on the educational environment. The theory guiding this

study is the combination of the Multiple Intelligences Theory, Social Identity Theory, and

the theories of Self-Concept and Self-Esteem. These theories collectively inform the

study’s focus on understanding how teachers perceive and interact with twins,

considering their varied intelligences, social identities, and self-concepts and how these

factors shape instructional practices and educational experiences.

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Research Question(s) and Hypotheses

Research Questions
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RQ1: How do teachers with experience teaching both identical and fraternal twins

describe their experience teaching identical and fraternal twins?

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RQ 2: How do teachers with experience teaching both identical and fraternal twins

describe the experience with identical and fraternal twins’ academic performance and
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social behavior?

RQ 3: How do teachers with experience teaching both identical and fraternal twins

describe the challenges of teaching identical and fraternal twins in the same classroom?

RQ 4: How do teachers with experience teaching both identical and fraternal twins

describe how they differentiate between identical and fraternal twins regarding their

learning styles and needs?

RQ 5: How do teachers with experience teaching both identical and fraternal twins

describe how they foster a sense of individuality and identity among identical and

fraternal twins?
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Assumptions and Limitations of the Study

One significant area for improvement is the limited generalizability of the results.

By focusing on a specific group of teachers with experience teaching twins, the study

may only partially represent the broader population of educators in different educational

settings. Additionally, while valuable for capturing diverse perspectives, the purposive

sample size may restrict the extent to which the findings can be generalized. Another

potential limitation is the presence of recall bias in teachers’ perceptions and experiences

with twins. Their memories of past interactions with twin students may not accurately

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reflect their day-to-day experiences in the classroom. Social desirability bias is another

challenge that researchers must address. Teachers may feel compelled to present
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themselves and their attitudes in a socially desirable manner, potentially affecting the

authenticity of their responses, particularly when discussing challenges faced when

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teaching twins. Open and non-judgmental communication with participants can help

mitigate this bias.

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Participant self-selection bias is a concern when recruiting teachers for the study.

Those with particularly positive or negative experiences with twins may be more inclined

to participate, leading to skewed results. Efforts to ensure a diverse and representative

sample can help alleviate this bias. Identifying and recruiting twins for the study can be

challenging due to privacy concerns or the absence of a comprehensive database of twins.

Researchers should consider alternative approaches to involve twin students in the study

to understand their educational experiences better. Furthermore, the wide variability

among identical and fraternal twins poses a challenge in generalizing their experiences

and teachers’ perceptions. It may also be difficult to differentiate between the impact of
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twinship itself and other individual factors on their educational experiences. Lastly, time

constraints may affect the participation rate of teachers, potentially leading to a smaller

sample size than desired. Researchers should manage the time requirements of data

collection to ensure sufficient participation.

Theoretical Foundations of the Study

The theoretical framework of this research draws upon several key concepts and

perspectives to provide a comprehensive understanding of teachers’ perceptions of twins

in the educational context. While no dominant theoretical framework guides this study,

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various sociological and educational theories inform different aspects of the research.

The Multiple Intelligences Theory

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The Multiple Intelligences Theory, originally proposed by Howard Gardner, is a

fundamental educational framework that posits the existence of multiple types of

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intelligence beyond the traditional linguistic and logical-mathematical intelligences

(Gardner & Hatch, 1989). This theory suggests that individuals may excel in various
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domains, including but not limited to linguistic, logical-mathematical, spatial,

interpersonal, or intrapersonal intelligence (Marenus, 2023). It emphasizes the

remarkable diversity of individual learning styles and abilities, recognizing that students

possess unique strengths and aptitudes beyond standardized assessments.

In the context of the study on teachers’ perceptions of twins in the educational

setting, the Multiple Intelligences Theory holds significant relevance. This theory

underscores the importance of recognizing and addressing twin students’ distinct learning

needs and strengths (Marenus, 2023). Given that twins can exhibit individual differences

in cognitive abilities, learning preferences, and intelligence, teachers must be attuned to

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these variations (Bratko et al., 2020). Teachers’ perceptions of these intelligences,

whether they acknowledge and accommodate them or not, can significantly impact twins’

educational experiences.

By understanding and embracing the principles of the Multiple Intelligences

Theory, educators can tailor their instructional approaches to cater to the diverse learning

needs of twins. For example, if one twin demonstrates a strong aptitude for spatial

intelligence while the other excels in interpersonal intelligence, teachers can adapt their

teaching methods to foster this respective intelligence (Bratko et al., 2020). Recognizing

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and accommodating individual strengths contribute to a more inclusive and supportive

learning environment for twin students (Gillham, 2012). Therefore, the study drew upon
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the Multiple Intelligences Theory to investigate how teachers’ awareness of and

responsiveness to the varied intelligences of twins shape their perceptions and

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instructional practices, ultimately influencing the educational experiences of twin

students (Marenus, 2023).

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Social Identity Theory

As conceptualized by Tajfel and Turner (1986), social identity theory is a crucial

framework for understanding the formation of social identities, including those related to

twinship within the school context. This theory posits that individuals categorize

themselves and others based on group memberships, and these group identities

significantly influence their behavior and interactions (Guy-Evans, 2023). For twins, their

twin identity is a salient aspect of their social identity. This theory provides insights into

how twins may categorize themselves as a distinct group that is separate from single-born

students. It also offers a lens through which to examine how a twin identity influences
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peer interactions, group dynamics, and the development of individuality. Understanding

the social identity dynamics of twins in the school setting is essential for comprehending

how they navigate their social world and construct their self-identities.

Self-Concept and Self-Esteem

The theories of self-concept and self-esteem, particularly as studied by James

Harter and Susan Harter, are highly relevant for exploring the self-perception and self-

worth of twin students (Białecka-Pikul et al., 2019). These theories examine how

individuals develop an understanding of themselves and their self-worth (Białecka-Pikul

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et al., 2019). In the case of twins, a co-twin introduces unique dynamics. Twin students

may form their self-concept based on their relationship with their co-twin, and this self-
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concept may significantly impact their self-esteem (Kim et al., 2023). The self-concept

and self-esteem of twins can influence their academic and social experiences in school.
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Understanding how the twin identity affects the self-concept and self-esteem of twin

students is critical for educators and researchers seeking to create a supportive and
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inclusive educational environment that fosters positive self-perceptions and well-being

(Trautwein, 2023).

Biblical Perspective on the Study

The study examining teachers’ perceptions of twins in the educational context

aligns with several core biblical principles that underscore the value of each individual

and the importance of fairness, compassion, and inclusiveness. These principles provide a

strong biblical foundation for understanding and addressing the educational experiences

of twin students.

The Value of Every Individual

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